INTRODUCTION TO ENGINEERING DESIGN
COURSE SYLLABUS
OUR MISSION:
To promote life-long learning
COURSE TITLE:
Introduction to Engineering Design
INSTRUCTOR:
Laura Shelander
COURSE FEE:
$25.00
PROGRAM:
Project Lead the Way
COURSE DESCRIPTION
Introduction to Engineering Design (IED) is a high school level foundation course in the PLTW Engineering
Program. In IED students are introduced to the engineering profession and a common approach to the solution
of engineering problems, an engineering design process. Utilizing the activity-project-problem-based (APB)
teaching and learning pedagogy, students will progress from completing structured activities to solving openended projects and problems that require them to develop planning, documentation, communication, and other
professional skills.
Through both individual and collaborative team activities, projects, and problems, students will problem solve
as they practice common engineering design and development protocols such as project management and peer
review. Students will develop skill in technical representation and documentation of design solutions according
to accepted technical standards, and they will use current 3D design and modeling software to represent and
communicate solutions. In addition the development of computational methods that are commonly used in
engineering problem solving, including statistical analysis and mathematical modeling, are emphasized. Ethical
issues related to professional practice and product development are also presented.
COURSE OUTLINE
The course outline includes the following major content:
Unit 1………………Design Process
Unit 2………………Technical Sketching and Drawing
Unit 3………………Measurement and Statistics
Unit 4………………Modeling Skills
Unit 5………………Geometry of Design
Unit 6………………Reverse Engineering
Unit 7………………Documentation
Unit 8………………Advanced Computer Modeling
Unit 9………………Design Team
Unit 10……………..Design Challenges
Unit 1: Design Process
The goal of Unit 1 is to introduce students to the broad field of engineering and a design process that engineers
use to develop innovative solutions to real problems. Students become familiar with the traditional big four
disciplines of engineering and the extensive array of career opportunities and engineering problems addressed
within each discipline. A design process is presented as a structured method for approaching and developing
1
solutions to a problem. The art and skill of brainstorming is emphasized as students begin to develop skill in
graphically representing ideas through concept sketching.
Understandings
Students will understand that:
 U1 – An engineering design process involves a characteristic set of practices and steps used to develop
innovative solutions to problems.
 U2 – Brainstorming may take many forms and is used to generate a large number of innovative, creative
ideas in a short time.
 U3 – Technical professionals clearly and accurately document and report their work using technical writing
practice in multiple forms.
 U4 – Sketches, drawings, and images are used to record and convey specific types of information depending
upon the audience and the purpose of the communication.
 U5 – Engineering consists of a variety of specialist subfields, with each contributing in different ways to the
design and development of solutions to different types of problems.
Knowledge and Skills
KNOWLEDGE: Students will:
 K1 – Identify the steps in an engineering design process and describe the activities involved in each step of
the process.
 K2 – Explain the concept of proportion and how it relates to freehand sketching.
 K3 – Identify and describe a variety of brainstorming techniques and rules for brainstorming.
 K4 – Differentiate between invention and innovation.
 K5 – Identify and differentiate between the work of an engineer and the work of a scientist.
 K6 – Identify and differentiate between mechanical, electrical, civil, and chemical engineering fields.
SKILLS: Students will:
 S1 – Generate and document multiple ideas or solution paths to a problem through brainstorming.
 S2 – Describe the design process used in the solution of a particular problem and reflect on all steps of the
design process.
 S3 – Utilize an engineering notebook to clearly and accurately document the design process according to
accepted standards and protocols to prove the origin and chronology of a design.
 S4 – Create sketches or diagrams as representations of objects, ideas, events, or systems.
 S5 – Explain the contributions of engineers from different engineering fields in the design and development
of a product, system, or technology.
 S6 – Review and evaluate the written work of peers, and make recommendations for improvement.
Essential Questions:
 EQ1 -- When solving an engineering problem, how can we be reasonably sure that we have created
the best solution possible? What is the evidence?
 EQ2 – What is the most effective way to generate potential solutions to a problem? How many alternate
solutions are necessary to ensure a good final solution?
 EQ3 – What engineering accomplishment of the 20th century has had the greatest impact on society? Justify
your answer.
 EQ4 – What will be the biggest impact that engineering will have on society and your life in the 21st
century? Justify your answer.
 EQ5 – Engineering tends to be a male-dominated profession. Why is that?
2
Unit 2: Technical Sketching and Drawing
The goal of Unit 2 is for students to develop an understanding of the purpose and practice of visual
representations and communication within engineering in the form of technical sketching and drawing. Students
build skill and gain experience in representing three-dimensional objects in two dimensions. Students will
create various technical representations used in visualization, exploring, communicating, and documenting
design ideas throughout the design process, and they will understand the appropriate use of specific drawing
views (including isometric, oblique, perspective, and orthographic projections). They progress from creating
free hand technical sketches using a pencil and paper to developing engineering drawings according to accepted
standards and practices that allow for universal interpretation of their design.
Understandings
Students will understand that:
 U1 – Technical drawings convey information according to an established set of drawing practices which
allow for detailed and universal interpretation of the drawing.
 U2 – Hand sketching of multiple representations to fully and accurately detail simple objects or parts of
objects is a technique used to convey visual and technical information about an object.
 U3 – Two- and three-dimensional objects share visual relationships which allow interpretation of one
perspective from the other.
 U4 – The style of the engineering graphics and the type of drawing views used to detail an object vary
depending upon the intended use of the graphic.
Knowledge and Skills
KNOWLEDGE: Students will:
 K1 – Identify line types (including construction lines, object lines, hidden lines, and center lines) used on a
technical drawing per ANSI Line Conventions and Lettering Y14.2M-2008 and explain the purpose of each
line.
 K2 – Identify and define technical drawing representations including isometric, orthographic projection,
oblique, and perspective views.
 K3 – Identify the proper use of each technical drawing representation including isometric, orthographic
projection, oblique, and perspective views.
SKILLS: Students will:
 S1 – Apply tonal shading to enhance the appearance of a pictorial sketch and create a more realistic
appearance of a sketched object.
 S2 – Hand sketch isometric views of a simple object or part at a given scale using the actual object, a
detailed verbal description of the object, a pictorial view of the object, or a set of orthographic projections.
 S3 – Hand sketch 1-point and 2-point perspective pictorial views of a simple object or part given the object,
a detailed verbal description of the object, a pictorial view of the object, and/or a set of orthographic
projections.
 S4 –Select flat patterns (nets) that fold into geometric solid forms.
 S5 –.Hand sketch orthographic projections at a given scale and in the correct orientation to fully detail an
object or part using the actual object, a detailed verbal description of the object, or a pictorial and isometric
view of the object.
 S6 – Determine the minimum number and types of views necessary to fully detail a part.
 S7 – Choose and justify the choice for the best orthographic projection of an object to use as a front view on
technical drawings.
Essential Questions
 EQ1 – How is technical drawing similar to and different from artistic drawing?
3



EQ2 – What can cause a technical drawing to be misinterpreted or to be inadequate when conveying the
intent of a design to someone unfamiliar with the original problem or solution?
EQ3 – In what ways can technical drawings help or hinder the communication of problem solution in a
global community?
EQ4 – Strong spatial-visualization skills have been linked to success in engineering. Why are spatialvisualization skills so important to engineering success?
Unit 3: Measurement and Statistics
The goal of Unit 3 is for students to become familiar with appropriate practices and the applications of
measurement (using both U. S. Customary and SI units) and statistics within the discipline of engineering.
Students will learn appropriate methods of making and recording measurements, including the use of dial
calipers, as they come to understand the ideas of precision and accuracy of measurement and their implications
on engineering design. The concepts of descriptive and inferential statistics are introduced as methods to
mathematically represent information and data and are applied in the design process to improve product design,
assess design solutions, and justify design decisions. Students are also provided with practice in unit conversion
and the use of measurement units as an aid in solving practical problems involving quantities. A spreadsheet
program is used to store, manipulate, represent, and analyze data, thereby enhancing and extending student
application of these statistical concepts.
Understandings
Students will understand that …
 U1 – Error is unavoidable when measuring physical properties, and a measurement is characterized by the
precision and accuracy of the measurement.
 U2 – Units and quantitative reasoning can guide mathematical manipulation and the solution of problems
involving quantities.
 U3 – Dimensions are included on technical drawings according to accepted practice and an established set
of standards so as to convey size and location information about detailed parts and their features.
 U4 – Statistical analysis of uni-variate data facilitates understanding and interpretation of numerical data
and can be used to inform, justify, and validate a design or process.
 U5 – Spreadsheet programs can be used to store, manipulate, represent, and analyze data efficiently.
Knowledge and Skills
KNOWLEDGE: Students will …
 K1 – Identify general rules for dimensioning on technical drawings used in standard engineering practice.
U5
 K2 – Distinguish between sample statistics and population statistics and know appropriate applications of
each.
 K3 – Distinguish between precision and accuracy of measurement.
SKILLS: Students will …




S1 – Measure linear distances (including length, inside diameter, and hole depth) with accuracy using a
scale, ruler, or dial caliper and report the measurement using an appropriate level of precision. U1
S2 – Use units to guide the solution to multi-step problems through dimensional analysis and choose and
interpret units consistently in formulas. U4
S3 – Convert quantities between units in the SI and the US Customary measurement systems. U4
S4 – Convert between different units within the same measurement system including the SI and US
Customary measurement systems. U4
4













S5 – Dimension orthographic projections of simple objects or parts according to a set of dimensioning
standards and accepted practices. U5
S6 – Identify and correct errors and omissions in the dimensions applied in a technical drawing based on
accepted practice and a set of dimensioning rules. U5
S7 – Calculate statistics related to central tendency including mean, median, and mode. U6
S8 – Calculate statistics related to variation of data including (sample and population) standard deviation
and range. U6
S9 – Represent data with plots on the real number line (e.g., dot plots, histograms, and box plots). U6
S10 – Use statistics to quantify information, support design decisions, and justify problem solutions. U6
S11 – Use a spreadsheet program to store and manipulate raw data. U10
S12 – Use a spreadsheet program to perform calculations using formulas.
S13 – Use a spreadsheet program to create and display a histogram to represent a set of data.
S14 - Use function tools within a spreadsheet program to calculate statistics for a set of data including mean,
median, mode, range, and standard deviation.
S15 - Use the Empirical Rule to interpret data and identify ranges of data that include 68 percent of the data,
95 percent of the data, and 99.7 percent of the data given the appropriate descriptive statistics.
S16 - Choose a level of precision and accuracy appropriate to limitations on measurement when reporting
quantities.
S17 - Evaluate and compare the accuracy and precision of different measuring devices.
Essential Questions
 EQ1 – Can statistics be interpreted to justify conflicting viewpoints? Can this affect how we use statistics to
inform, justify and validate a problem solution?
 EQ2 -- Why is error unavoidable when making a measurement?
 EQ3 – When recording measurement data, why is the use of significant figures important?
 EQ4 – What strategy would you use to teach another student how to use units and quantitative reasoning to
solve a problem involving quantities? (For example, a problem like A3.2 number 4 or number 5.)
 EQ5 – What would happen if engineers did not follow accepted dimensioning
standards and guidelines but, instead, used their own individual dimensioning methods?
 EQ6 – When measuring the length of a part, would an inaccurate (but precise)
measuring instrument be more or less likely to indicate the actual measurement than an imprecise (but
accurate) measuring instrument? Justify your answer.
Unit 4: Modeling Skills
This unit introduces students to a variety of modeling methods and formats used to represent systems,
components, processes, and other designs. Students are provided experience in interpreting and creating
multiple forms of models common to engineering as they apply the design process to create a design solution.
Students create graphical models of design ideas using sketches and engineering drawings and create graphs
and charts to represent quantitative data. In this unit students are introduced to three-dimensional computer
modeling. They learn to represent simple objects in a virtual 3D environment that allows for realistic
interactions and animation. The modeling software is also used to provide an efficient method of creating
technical documentation of objects. Students are provided the opportunity to create a physical model of a
design solution to be used for testing purposes. Mathematical modeling is introduced, and students learn to find
mathematical representations (in the form of linear functions) to represent relationships discovered during the
testing phase of the design process.
5
Understandings
Students will understand that …
 U1 – Technical professionals use a variety of models to represent systems, components, processes and other
designs including graphical, computer, physical, and mathematical models.
 U2 – Computer aided drafting and design (CAD) software packages facilitate the creation of virtual 3D
computer models of parts and assemblies.
 U3 – Physical models are created to represent and evaluate possible solutions using prototyping technique(s)
chosen based on the presentation and/or testing requirements of a potential solution.
 U4 – Technical professionals clearly and accurayely document and report their work using technical writing
practice in multiple forms.
 U5 – An equation is a statement of equality between two quantities that can be used to describe real
phenomenon and solve problems.
 U6 – Solving mathematical equations and inequalities involves a logical process of reasoning and can be
accomplished using a variety of strategies and technological tools.
 U7 – A function describes a special relationship between two sets of data and can be used to represent a real
world relationship and to solve problems.
Knowledge and Skills
KNOWLEDGE: Students will…
 K1 – Explain the term “function” and identify the set of inputs for the function as the
domain and the set of outputs from the function as the range.
 K2 – Be familiar with the terminology related to and the use of a 3D solid modeling program in the creation
of solid models and technical drawings.
 K3 – Differentiate between additive and subtractive 3d solid modeling methods
SKILLS: Students will …
 S1 – develop and/or use graphical, computer, physical and mathematical models as appropriate to represent
or solve problems.
 S2 – Fabricate a simple object from technical drawings that may include an isometric view and orthographic
projections. U1, U5
 S3 – Create three-dimensional solid models of parts within CAD from sketches or dimensioned drawings
using appropriate geometric and dimensional constraints. U1, U2
 S4 – Generate CAD multi-view technical drawings, including orthographic projections and pictorial views,
as necessary, showing appropriate scale, appropriate view selection, and correct view orientation to fully
describe a simple part according to standard engineering practice. U1, U2
 S5 – Construct a testable prototype of a problem solution. U1, U3
 S6 – Analyze the performance of a design during testing and judge the solution as viable or non-viable with
respect to meeting the design requirements. U3
 S7 – Create a set of working drawings to detail a design project. U1, U2
 S8 – Organize and express thoughts and information in a clear and concise manner. U4
 S9 – Utilize project portfolios to present and justify design projects. U4
 S10 – Use a spreadsheet program to graph bi-variate data and determine an appropriate mathematical model
using regression analysis. U1, U7
 S11 – Construct a scatter plot to display bi-variate data, investigate patterns of association, and represent the
association with a mathematical model (linear equation) when appropriate. U1, U5
 S12 – Solve equations for unknown quantities by determining appropriate substitutions for variables and
manipulating the equations. U6
 S13 – Use function notation to evaluate a function for inputs in its domain and interpret statements that use
function notation in terms of a context. U7
6




S14 – Build a function that describes a relationship between two quantities given a graph, a description of a
relationship, or two input-output pairs. U1, U7
S15 – Interpret a function to solve problems in the context of the data. U6, U7
S16 – Interpret the slope (rate of change) and the intercept (constant term) of a linear function in the context
of data. U1, U5
S17 – Compare the efficiency of the modeling method of an object using different combinations of additive
and subtractive methods. U2
Essential Questions
 EQ1 – How should one decide what information and/or artifacts to include in a portfolio? Should a portfolio
always include documentation on the complete design process?
 EQ2 – Did you use every possible type of model during the design and construction of your puzzle cube?
Describe each model that you used?
 EQ3 – How reliable is a mathematical model?
Unit 5: Geometry of Design
In this unit students are provided opportunities to apply two- and three-dimensional geometric concepts and
knowledge to problem solving and engineering design. Fluency in these geometric concepts is essential in every
phase of the design process as problems are defined, potential solutions are generated to meet physical
constraints, alternate design solutions are compared and selected, final designs are documented, and
specifications are developed. Geometric concepts are also important in the appropriate application of geometric
and dimensional relationships and constraints for effective use of three-dimensional computer modeling
environments that employ parametric design functionality. In this unit students use geometric concepts and
physical properties to solve a wide variety of problems, progressing from computations of surface area, weight,
or volume in order to provide cost estimates to the identification of materials based on physical property
observations. Students will also use 3D computer models to compute physical properties that can be used in
problem solving and creation of design solutions.
Understandings
Students will understand that …
 U1 – Geometric shapes and forms are described and differentiated by their characteristic features.
 U2 – Physical properties of objects are used to describe and model objects and can be used to define design
requirements, as a means to compare potential solutions to a problem, and as a tool to specify final solutions.
 U3 – Computer aided design (CAD) and drafting software packages incorporate the application of a variety
of geometric and dimensional constraints and model features to accurately represent objects.
Knowledge and Skills
KNOWLEDGE: Students will …
 K1 – Identify types of polygons including a square, rectangle, pentagon, hexagon, and octagon.
 K2 – Differentiate between inscribed and circumscribed shapes.
 K3 – Identify and differentiate geometric constructions and constraints (such as horizontal lines, vertical
lines, parallel lines, perpendicular lines, colinear points, tangent lines, tangent circles, and concentric
circles) and the results when applied to sketch features within a 3D solid modeling environment.
 K4 – Distinguish between the meanings of the terms weight and mass.
 K5 – Define the term “physical property” and identify the properties of length, volume, mass, weight,
density, and surface area as physical properties.
 K6 – Identify three-dimensional objects generated by rotations of two-dimensional shapes and vice-versa.
7
SKILLS: Students will …
 S1 – Solve real world and mathematical problems involving area and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, right prisms, cylinders, and
spheres. U1, U2
 S2 – Create three-dimensional solid models of parts within CAD from sketches or dimensioned drawings
using appropriate geometric and dimensional constraints and model features. U1, U3
 S3 – Measure mass with accuracy using a scale and report the measurement using an appropriate level of
precision. U2
 S4 – Measure volume with accuracy and report the measurement with an appropriate level of precision. U2
 S5 – Calculate a physical property indirectly using available data or perform appropriate measurements to
gather the necessary data (e.g., determine area or volume using linear measurements or determine density
using mass and volume measurements). U2
 S6 – Solve volume problems using volume formulas for rectangular solids, cylinders, pyramids, cones, and
spheres. U2
 S7 – Use physical properties to solve design problems (e.g., design an object or structure to satisfy physical
constraints or minimize cost). U2
 S8 – Assign a specific material (included in the software library) to a part and use the capabilities of the
CAD software to determine the mass, volume, and surface area of an object for which a 3D solid model has
been created.
 S9 – Assign a density value to a new material (not included in the software library) and apply the material
to a 3D solid model within CAD software in order to determine the physical properties of the object.
Essential Questions
 EQ1 – What advantage(s) do Computer Aided Design (CAD) and Drafting provide over traditional paper
and pencil design? What advantages does paper and pencil design provide over CAD?
 EQ2 – Which high school math topic/course, Algebra or Geometry, is more closely related to engineering?
Justify your answer.
 EQ3 – How does the material chosen for a product impact the design of the product?
Unit 6: Reverse Engineering
Unit 6 exposes students to the application of engineering principles and practices to reverse engineer a
consumer product. Reverse engineering involves disassembling and analyzing a product or system in order to
understand and document the visual, functional, and/or structural aspects of its design. In this unit students will
have the opportunity to assess all three aspects of a product’s design. Students will learn the visual design
elements and principles and their application in design. They will perform a functional analysis to hypothesize
the overall function and sequential operations of the product’s component parts and assess the inputs and
outputs of the process(es) involved in the operation of the product. Students will physically disassemble the
product to document the constituent parts, their properties, and their interaction and operation. After carefully
documenting these aspects of the visual, functional, and structural aspects of the product, students will assess
the strengths and weaknesses of the product and the manufacturing process by which it was produced.
Understandings
Students will understand that …
 U1 – Reverse engineering involves disassembling and analyzing a product or system in order to understand
and document the visual, functional, and/or structural aspects of its design.
8




U2 – Visual elements and principles of design are part of an aesthetic vocabulary that is used to describe the
visual characteristics of an object, the application of which can affect the visual appeal of the object and its
commercial success in the marketplace.
U3 – Technical professionals use the results of reverse engineering for many different purposes such as
discovery, testing, forensics, improvement or redesign, and producing technical documentation of a product.
U3 (Unit 1) – Technical professionals clearly and accurately document and report their work using technical
writing practice in multiple forms.
U4 (Unit 1) – Sketches, drawings, and images are used to record and convey specific types of information
depending upon the audience and the purpose of the communication
Knowledge and Skills
KNOWLEDGE: Students will …
 K1 – Identify and describe the visual principles and elements of design apparent in a natural or man-made
object.
 K2 – Describe the process of reverse engineering.
 K3 – Explain the various reasons to perform reverse engineering including discovery, documentation,
investigation, and product improvement.
SKILLS: Students will …
 S1 – Explain how the visual elements and principles of design affect the aesthetics and commercial success
of a product.
 S2 – Perform a functional analysis of a product in order to determine the purpose, inputs and outputs, and
the operation of a product or system.
 S3 – Perform a structural analysis of a product in order to determine the materials used and the form of
component parts as well as the configuration and interaction of component parts when assembled (if
applicable).
 S4 – Select and utilize technology (software and hardware) to create high impact visual aids.
Essential Questions
 EQ1 – Why are many consumer product designs not commercially successful?
 EQ2 – When, if ever, is it acceptable for a company to reverse engineer and reproduce a successful
consumer product designed by another person/company?
Unit 7: Documentation
In unit 7 students will enhance their basic knowledge of technical drawing representations learned earlier in the
course to include the creation of alternate (section and auxiliary) views and appropriate dimensioning and
annotation of technical drawings. Students will also be introduced to the reality of variation in dimensional
properties of manufactured products. They will learn the appropriate use of dimensional tolerances and alternate
dimensioning methods to specify acceptable ranges of the physical properties in order to meet design criteria.
Students will apply this knowledge to create engineering working drawings that document measurements
collected during a reverse engineering process. These skills will also allow students to effectively document a
proposed new design. Students will use 3D computer modeling software to model the assembly of the consumer
product, as such a model can be used to replicate functional operation and provide virtual testing of product
design.
Understandings
Students will understand that …
 U1 – Specific notes (such as hole and thread notes), and general notes (such as general tolerances) in
combination with dimensions are included on technical drawings according to accepted practice and an
9
established set of standards so as to convey size and location information about detailed parts, their features,
and their configuration in assemblies.
 U2 – Computer aided drafting and design (CAD) software packages facilitate virtual modeling of assemblies
and the creation of technical drawings. They are used to efficiently and accurately detail assemblies
according to standard engineering practice.
 U3 – A degree of variation always exists between specified dimensions and the measurement of a
manufactured object which is controlled by the use of tolerances on technical drawings.
 U4 – A problem and the requirements for a successful solution to the problem should be clearly
communicated and justified.
 U5 – A solution path is selected and justified by evaluating and comparing competing design solutions based
on jointly developed and agreed-upon design criteria and constraints.
 U1 (Unit 1) – Technical drawings convey information according to an established set of drawing practices
which allow for detailed and universal interpretation of the drawing.
 U4 (Unit 1) – The style of the engineering graphics and the type of drawings views used teo detail an object
vary depending upon the intended use of the graphic.
Knowledge and Skills
KNOWLEDGE: Students will …
 K1 – Identify and differentiate between size dimensions and location dimensions.
 K2 – Identify and correctly apply chain dimensioning or datum dimensioning methods to a technical
drawing.
 K3 – Identify dimensioning standards commonly used in technical drawing.
 K4 – Identify the shapes of two-dimensional cross sections of three dimensional objects.
 K5 – Identify, define and explain the proper use of a section view in technical drawing.
 K6 – Read and interpret a hole note to identify the size and type of hole including through, clearance,
blind, counter bore, and countersink holes.
 K7 – Identify and differentiate among limit dimensions, a unilateral tolerance, and a bilateral tolerance.
 K8 – Differentiate between clearance and interference fit.
 K9 – Explain each assembly constraint (including mate, flush, insert, and tangent), its role in an assembly
model, and the degrees of freedom that it removes from the movement between parts.
SKILLS: Students will …
 S1 – Hand sketch a scaled full or half section view in the correct orientation to fully detail an object or part
given the actual object, a detailed verbal description of the object, a pictorial view of the object, or a set of
orthographic projections.
 S2 – Generate section views using CAD according to standard engineering practice.
 S3 – Dimension a section view of a simple object or part according to a set of dimensioning standards and
accepted practices.
 S4 – Annotate (including specific and general notes) working drawings according to accepted engineering
practice. Include dimensioning according to a set of dimensioning rules, proper hole and thread notes,
proper tolerance annotation, and the inclusion of other notes necessary to fully describe a part according to
standard engineering practice.
 S5 – Create specific notes on a technical drawing to convey important information about a specific feature
of a detailed object, and create general notes to convey details that pertain to information presented on the
entire drawing (such as units, scale, patent details, etc.).
 S6 – Model and annotate (with a hole note) through, clearance, blind, counter bore, and countersink holes.
10














S7 – Compare the effect of chain dimensioning and datum dimensioning on the tolerance of a particular
specified dimension.
S8 – Determine the specified dimension, tolerance, upper limit, and lower limit for any given dimension
and related tolerance (or any distance that is dependent on given dimensions) shown on a technical
drawing.
S9 – Determine the allowance between two mating parts of an assembly based on dimensions given on a
technical drawing.
S10 – Identify the type of fit given a drawing, a description, or a physical example of two mating parts.
S11 – Create assemblies of parts in CAD and use appropriate assembly constraints to create an assembly
that allows correct realistic movement among parts. Manipulate the assembly model to demonstrate the
movement.
S12 – Create a CAD assembly drawing. Identify each component of the assembly with identification
numbers and create a parts list to detail each component using CAD.
S13 – Analyze information gathered during reverse engineering to identify shortcoming of the design
and/or opportunities for improvement or innovation.
S14 – Define and justify a design problem and express the concerns, needs, and desires of the primary
stakeholders.
S15 –Present and justify design specifications, and clearly explain the criteria and constraints associated
with a successful design solution.
S16–Write a design brief to communicate the problem, problem constraints, and solution criteria.
S17 – Support design ideas using a variety of convincing evidence.
S18 – Jointly develop a decision matrix based on accepted outcome criteria and constraints.
S19 – Clearly justify and validate a selected solution path.
S20 – Create a set of working drawings to detail a design project.
Essential Questions
 EQ1 -- What are the consequences to the final solution if the design problem is poorly communicated?
 EQ2 – How does one know that a given design solution is the best possible solution?
 EQ3 – Engineering is described as the application of math, science and technology to solve problems. Does
this description imply that designing an enhancement to an Automoblox vehicle is the work of an engineer?
Justify your answer.
 EQ4 – What quality makes a set of drawings sufficient to adequately represent the design intent?
 EQ5 – Is it always necessary to indicate a tolerance for every dimension on a technical drawing? Justify
your answer.
 EQ6 -- Stephen Covey includes Begin with the End in Mind as one of the seven habits listed in his book
The 7 Habits of Highly Effective People. How can this habit make an engineer more effective?
 EQ7- In your opinion which step of the design process is most important to successfully innovate or invent
a new product? Justify your answer.
Unit 8: Advanced Computer Modeling
In this unit students will learn advanced 3D computer modeling skills. These advanced skills include creating
exploded and animated assembly views of multi-part products. Students will learn to use mathematical
functions to represent relationships in dimensional properties of a modeled object within the 3D environment.
Students will also develop and apply mathematical relationships to enforce appropriate dimensional and motion
constraints. Students will reverse engineer and model a consumer product, providing appropriate parametric
constraints to create a 3D model and realistic operation of the product.
11
Understandings
Students will understand that …
 U1 – Parametric computer aided design (CAD) software packages facilitate 3D virtual modeling of parts and
assemblies using parameters, such as geometric constraints (the relationships between geometric entities) as
well as numeric constraints (dimensions) used to determine the shape and size of geometry and models.
 U2 – A parametric numeric constraint (dimension) can be represented by a function (equation) that
mathematically describes the relationship between that dimension and other related dimension(s).
 U1 (Unit1) – Technical drawings convey information according to an established set of drawing practices
which allow for detailed and universal interpretation of the drawing.
 U4 (unit 1) – The style of the engineering graphics and the type of drawings views used to detail an object
vary depending upon the intended use of the graphic.
Knowledge and Skills
KNOWLEDGE: Students will …
 K1 – Identify, define, and explain the proper use of an auxiliary view in technical drawing.
SKILLS: Students will …
 S1 – Use advanced modeling features to create three-dimensional solid models of complex parts and
assemblies within CAD and with little guidance given the actual part using appropriate geometric and
dimensional constraints.
 S2 – Formulate equations and inequalities to represent relationships between quantities.
 S3 – Using a CAD application, create relationships among part features and dimensions using parametric
formulas.
 S4 – Create an exploded assembly view of a multip-part product. Identify each component of the assembly
with identification numbers and create a parts list to detail each component using CAD.
 S5 – Perform a peer review of technical drawings and offer constructive feedback based on standard
engineering practices.
 S6 (Optional) – Hand sketch an auxiliary view in the correct orientation to fully detail an object or part
given the actual object, a detailed verbal description of the object, a pictorial view of the object, or a set of
orthographic projections.
 S7 (Optional) – Generate an auxiliary view using CAD according to standard engineering practice.
Essential Questions
 EQ1 – Are working drawings always necessary in order to communicate the design of a consumer product?
Justify your answer.
 EQ2 – Animated assemblies are not typically included as part of the technical documentation of a design.
How can 3D animated assembly models of an object or a proposed design be used in the design process?
Beyond the design process?
Unit 9: Design Team
In this unit students will work as a collaborative team with geographically separate team members, thereby
requiring virtual communications. Through the design process, the team will experience shared decision-making
as they work to solve a new design challenge. They will reflect on the ethical responsibilities of engineers as
they investigate different materials, manufacturing processes, and the short and long term impacts that their
decision-making may potentially have on society and on the world.
12
Understandings
Students will understand that …
 U1 – Engineering has a global impact on society and the environment.
 U2 – Research derived from a variety of sources (including subject matter experts) is used to facilitate
effective development and evaluation of a design problem and a successful solution to the problem.
 U3 – Specific oral communication techniques are used to effectively convey information and communicate
with an audience.
 U4 – Engineering design and practices are governed by ethics, values, and laws.
 U5 – Effective design teams can improve the efficiency and effectiveness of the design process.
 U6 – Virtual design teams include people in different locations who collaborate using communication
methods other than face-to-face contact.
 U7 – In order to be an effective team member, one must demonstrate positive team behaviors and act
according to accepted norms, contribute to group goals according to assigned roles, and use appropriate
conflict resolution strategies.
 U8 – Styles and modes of professional correspondence are tailored to the type of audience and intended
goals.
 U9 – Project planning tools and management skills are often used in the process of solving engineering
design problems.
Knowledge and Skills
KNOWLEDGE: Students will …
 K1 – Identify and describe the steps of a typical product lifecycle (including raw material extraction,
processing, manufacture, use and maintenance, and disposal).
 K2 – Identify and explain how the basic theories of ethics relate to engineering.
 K3 – Identify team member skill sets needed to produce an effective team.
 K4 – Define the term group norms and discuss the importance of norms in creating an effective team
environment.
 K5 – Identify the advantages and disadvantages of virtual design teams compared to traditional design
teams.
SKILLS: Students will …
 S1 – Assess the development of an engineered product and the impact of the product on society and the
environment.
 S2 – Utilize research tools and resources (such as the Internet; media centers; market research; professional
journals; printed, electronic, and multimedia resources; etc.) to validate design decisions and justify a
problem solution.
 S3 – Summarize key ideas in information sources including scientific and engineering texts, tables,
diagrams, and graphs.
 S4 – Deliver organized oral presentations of work tailored to the audience.
 S5 – Organize and express thoughts and information in a clear and concise manner.
 S6 – Participate on a virtual team using remote collaboration tools to support team collaboration and
problem solving.
13
 S7 – Identify appropriate technology to support remote collaboration among virtual design team members
(such as asynchronous communications, audio and video conferencing, instant messaging, synchronous file
editing, and file transfer).
 S8 – Demonstrate positive team behaviors and contribute to a positive team dynamic.
 S9 -- Contribute equitably to the attainment of group goals based on assigned roles.
 S10 – Practice appropriate conflict resolution strategies within a team environment.
 S11 – Identify an appropriate mode of two-way communication based on the audience and intended goal of
the communication.
 S12 –Use an appropriate and professional tone and vernacular based on the audience of the correspondence.
 S13 –Document correspondence and conversations in an accurate and organized manner. U8
 S14 – Create and utilize a Gantt chart to plan, monitor, and control task completion during a design project.
 S15 – Adjust voice and writing style to align with audience and purpose.
 S16 – Deliver organized oral presentations of work tailored to the audience.
Essential Questions
 EQ1 -- Is it ever advantageous to create a design or solve a problem individually as opposed to using a team
approach? Explain.
 EQ2 – What strategy would you use to form a design team in order to obtain the best solution possible?
 EQ3 – What does it mean to be “ethical” in your work? Do engineers need to be taught to be “ethical”?
 EQ 4 – It has been said that, “Having a vision without action is a daydream; Taking action without a vision
is a nightmare!” How does this apply to engineering design?
Unit 10: Design Challenges
In this unit students will work in small collaborative teams, implement the design process, and use skill and
knowledge gained during the course to solve a culminating design challenge and document and communicate
their proposed solution.
Understandings
Students will understand that …
 U1 (Unit 1) – An engineering design process involves a characteristic set of practices and steps used to
develop innovative solutions to problems.
Knowledge and Skills
KNOWLEDGE: Students will …
 K1 – Identify the steps in an engineering design process and describe the activities involved in each step of
the process.
SKILLS: Students will …
 S1 – Develop and document an effective solution to a problem that meets specific design requirements. U1
 S2 – Document and describe the design process used in the solution of a problem and reflect on all steps of
the design process.
14
Essential Questions
 EQ1 – Engineering has been referred to as the “stealth” profession. Do you think this is an appropriate
label? Explain.
 EQ2 – If you had to describe one strategy that would most help an engineer be a good and effective
designer, what would it be?
CULMINATING PRODUCT(S)
 Students will develop a website to act as an electronic portfolio of their coursework.
 Students will develop engineering design project including planning, design, creation, and evaluation steps.
RESOURCES FOR INSTRUCTION
Video/Audio/Computer Equipment/Online PLTW Curriculum resources
MATERIALS
Each student is responsible for all books, papers, pens, etc. necessary for the day’s lesson. No hall passes
will be given for a student to get materials.
 A good attitude
 Pencil with eraser
 1 inch 3-ring binder
 Black ink pen
 Head phones/ear buds
 Engineering Notebook (provided)
ASSESSMENT PROCEDURES
GRADING POLICY
Students’ grades will be determined using the following criteria:
COURSE EVALUATION
Evaluation Criteria
Percentage Value
Projects
35
Quizzes
25
Daily Assignments & Activities
25
Daily Participation
15
Total=
Pre-Exam Grade
 A nine-week final examination will count 25% of the students’ final grade.
FINAL GRADE CONFIGURATION
Pre-Exam grade
75%
Nine Week Exam grade
25%
Final Grade
100%
GRADING SCALE:
 A = 90-100
 B = 80-89
 C = 70-79
 D = 60-69
 F = 59 & Below
Career Tech Student Organization: TSA (Technology Student Association) Dues: $16 Join today!
15
CLASS EXPECTATIONS
The student is expected to:
 Be prepared – Have all appropriate materials, including assignments that are due.
 Be prompt – Arrive on time. Missed class time must be made up.
 Be respectful – Treat classmates and teacher with respect. Respect others’ learning by speaking only at
appropriate times. Respect the property of the school by taking care of it. Use respectful language when
communicating verbally and/or electronically.
 Be obedient – Obey all school rules and follow classroom procedures (including safety practices). Follow
directions the first time they are given.
 Be motivated – Laziness will not be tolerated. Students will work hard. Students should not play computer
games or browse the Internet on an unrelated topic during class.
 Be neat – Clean up. Place garbage and chewed gum in trash receptacles. Groom in the restroom, not the
classroom. No food or drinks allowed in the classroom.
 Be positive – Have a good attitude. Do not whine or complain.
Consequences:
1. Verbal warning and/or eye contact.
2. Private conference with student, break detention, and a written plan of improvement.
3. Change of student’s seat assignment, break detention, and/or a lengthy writing assignment. (PARENTS
WILL BE CONTACTED).
4. Referral to the office.
*Note: The above consequences do not apply to severe student misconduct. Handbook procedures will be
followed.
PROCEDURES
 Students will receive one hall pass every two weeks, good for a trip to the restroom, locker, or water
fountain.
 Water must be kept inside backpacks, away from computers.
 Students will log-in to computers, sharpen pencils, and complete starter activities during the first 5
minutes of class.
 Cheating and or talking during a quiz is not permitted and will result in a grade of zero. Plagiarism will
also result in a grade of zero.
 Sleeping in class, attempting to sleep in class, acting in a disruptive manner, playing computer games, or
browsing the Internet for a non-related topic will result in the loss of class participation points.
 Make-up work is the student’s responsibility. Handbook procedures about excused/unexcused absences
will be followed. Students should check the make-up work calendar posted in the classroom for any
missed assignments.
 Classroom computers are used by multiple students. Therefore, students will not be allowed to
personalize the screen saver, wall paper, or change the display settings. Likewise, students will not be
allowed to cross wires, rewire, unplug, remove batteries or otherwise sabotage classroom equipment.
NOTICE OF NON-DISRIMINATION
The Thomasville City School System does not discriminate on the basis of race, color, national origin, sex, disability, or age in its
programs and activities. The following personnel have been designated to handle inquiries regarding the non-discrimination policies:
Dr. Vic N. Adkison
Superintendent and Title IX Coordinator
Ms. Tracy White
Title VI Coordinator and Section 504 Coordinator
Teacher Contact Information:
Email Address: [email protected]
Phone: 334-636-4451
16